Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts

IF 11.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2026-09-28 DOI:10.1007/s10648-026-10220-w

Jessica T. DeCuir-Gunby, Paul A. Schutz, Saba L. Modaressi

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引用次数: 0

Abstract

There is limited motivation research focusing on the experiences of racially marginalized students in STEM (science, technology, engineering, and mathematics) higher education. Additionally, much of the existing research on motivation for racially marginalized students in STEM has employed a race-evasive approach, which is inadequate in understanding the complex experiences of racially/ethnically diverse populations. Our goal is to discuss the necessity of race-reimaging motivational interactions among constructs such as belonging, emoting, and achieving within STEM higher education by presenting a race-focused metatheoretical framework, the Race-Reimaged Systems Model of Belonging, Emoting, and Achieving. This framework enables the examination of interrelated relationships among social-cultural-historical constructs within STEM education contexts in the United States (U.S.), while focusing on the experiences of racially marginalized students. We conclude with implications for conducting race-reimaged motivation research in STEM, including in politically charged contexts.

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种族化动机：STEM高等教育背景下归属、情感和成就的种族重构框架

在STEM（科学、技术、工程和数学）高等教育中，关注种族边缘化学生经历的动机研究有限。此外，许多关于STEM中种族边缘化学生动机的现有研究都采用了回避种族的方法，这在理解种族/民族多样化人群的复杂经历方面是不够的。我们的目标是通过提出一个以种族为中心的元理论框架，即归属、情感和成就的种族重构系统模型，讨论在STEM高等教育中归属、情感和成就等结构之间的种族重构动机相互作用的必要性。该框架能够在美国STEM教育背景下检查社会文化历史结构之间的相互关系，同时关注种族边缘化学生的经历。最后，我们总结了在STEM中进行种族重构动机研究的意义，包括在充满政治色彩的背景下。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.